2. Characteristics of a Qualifications
Framework
• Levels
Level Descriptors
• Qualifications Design
Learning Outcomes
Assessment
• Quality Assurance (at different levels):
Institutional
Qualification
Assessment
• Registers for national qualifications
• Some qualifications frameworks use credit
3. A learner must be introduced to, and know basic facts and
concepts before they are able to move on to more complex
thinking/tasks such as comprehending, applying, analysing,
creating or evaluating.
Taxonomies of Learning
4. Learning Domains
Cognitive
Emphasis on
• Remembering
• Reasoning
• Concept formation
• Creative thinking
Affective
Emphasis on
• Emotions
• Attitudes
• Interests
• Values
Psychomotor
Emphasis on
• Muscle and motor
skills e.g.
• Driving
• Handwriting
• Speech
6. Active verbs
Analysis Synthesis Evaluation
Analyse Differentiate Arrange Manage Appraise Evaluate
Appraise Discriminate Assemble Organise Argue Judge
Calculate Distinguish Collect Plan Assess Predict
Categorise Examine Compose Prepare Attach Rate
Compare Experiment Construct Propose Choose Score
Contrast Question Create Set up Compare Select
Criticise Test Design Write Defend Support
Formulate Estimate Value
Knowledge Comprehension Application
Define
Duplicate
Label
List
Memorise
Arrange
Name
Recall Relate
Repeat Reproduce
Classify
Describe
Discuss
Explain
Express
Identify
Indicate
Locate
Re-organise
Report
Restate
Review
Select
Translate
Apply
Choose
Demonstr
ate
Employ
Illustrate
Interpret
Operate
Practice
Schedule
Sketch
Solve
Use
Active Verbs: Cognitive Domain
7. Bloom’s Taxonomy: Affective
Domain
Valuing
Responding
Receiving
Listen, read (passive)
Inquiry, response (active)
Attaches importance/worth to the
information gained
Characterizing
Internalise and believes in the value
Organising Accepts different viewpoints. Compare and
relates with other values
8. Active Verbs: Affective Domain
Receiving Reading, Listening (passive mode)
Responding Valuing Organising Characterizing
Answer
Assist
Comply
Conform
Discuss
Help
Label
Practice
Present
Report
Select
Tell
Write
Complete
Demonstrate
Describe
Differentiate
Explain
Follow
Form
Initiate
Join
Justify
Propose
Read
Share
Adhere
Alter
Arrange
Combine
Compare
Defend
Explain
Generalize
Identify
Integrate
Modify
Order
Relate
Synthesize
Act
Discriminate
Display
Influence
Modify
Propose
Question
Revise
Serve
Solve
Use
Verify
9. RH Daves (1970) : Psychomotor
Domain
Articulation
Precision
Manipulation
Imitation Imitating Others
Actions under direction or guidance
Actions are almost perfect
Multiple skills with harmony among them
Naturalisation
Actions with high performance levels become
second nature
11. The Awarding Body must:
• Own the qualification
• Have institutional and programme licenses from the
relevant Licensing Body (where required)
• Have quality assurance measures in place at:
Institutional Level
Programme Level
The qualification must:
• Be written in Learning Outcomes
• Have summative assessment of the Learning Outcomes
Criteria for Listing and Alignment
12. Learning Outcomes
Learning Outcomes:
• Help learners in their learning by setting out what is
expected of them
• Support learning progression and recognition of prior
learning
• Provide information to potential learners and employers
about the knowledge and skills that will be achieved on
successful completion of a particular qualification
13. Learning Outcomes
Help staff to:
•1 Design the content of a qualification
• Focus on exactly what they want students to achieve in
terms of both knowledge and skills
• Show the connection between the Learning Outcomes
of individual modules and the programme aims
• Decide on appropriate assessment criteria and methods
14. Writing Learning Outcomes
Before starting to write the Learning Outcomes, consider:
• What knowledge, skills and values have the learners to
demonstrate?
• What should the learners to be able to do?
• How will learners demonstrate what they have learned?
• How do the learning outcomes in the module fit the
programme learning outcomes?
15. Writing Learning Outcomes
Learning Outcomes should:
• Be written in the future tense
• Start with an active verb to describe what the learner will
know and/or be able to do by the end of the module
• Be specific – avoid using verbs that are ambiguous
• Be clear and easily understood by learners and non-
experts
• Describe the final achievement of the learner
16. Writing Learning Outcomes
Learning Outcomes must be:
• Measurable and assessable
• Aligned to the assessment criteria (and vice versa)
• Assessed
• The result of the learning experience e.g. do not include a
Learning Outcome where the topic is not covered in the
module
• Achievable
17. Writing Learning Outcomes
Do not use verbs that are vague such as `understand`,
`appreciate`, `be aware of`, `be familiar with’, ‘acquire’ `learn’
Use:
Example:
Active
Verb Object
Qualifying
Phrase
Explain
the fundamental
concepts
of quantitative
analysis
Writing Learning Outcomes
19. Example of Statements
Be given the opportunity to learn about
Listing qualifications on the OQF
Be aware of Listing qualifications
This is not a learning outcome. It describes the
content, not what learners will do.
Less vague but how is understanding to be
assessed?
Understand about Listing qualifications
on the OQF
List a qualification on the OQF
This is vague and can’t be assessed. There is
no context or qualifying phrase. Listing
qualifications on what?
This is specific.
Starts with an action verb, states what will be
Listed (object) and provides the context (on the
OQF).
Examples of Statements
20. WRITING DESCRIPTORS AT VARIOUS LEVELS
Descriptor Level 5 Level 6 Level 7 Level 8
Knowledge Students will be able to;
Learn basic knowledge of
………………………..
Define/ Interpret………………….
Demonstrate breadth of
understanding of ……………………
Demonstrate an awareness of
different perspectives and/or
approaches of…………………..
Students will be able to;
Significant and far reaching
understanding of ………………
Understand nature and scope
of…………….
Illustrate conceptualization of
………………
Demonstrate knowledge in relation
to major environmental concerns
of………………………………..
Students will be able to;
Demonstrate extensive scope of
knowledge in (specialized)
……………………………
Show an understanding of
relationship……………….
Unpin knowledge from concepts
of …………….
Demonstrate subject/topic
specific knowledge of concepts
and theories of……………….to
synthesize information
Students will be able to;
Demonstrate advance knowledge
of ………. field/topic
through…………..
Demonstrate an extensive
understanding of theories
of…………..
Demonstrate an extensive
understanding of principles of
……………………
Exhibit the link of theory and
practices of ……………
Show awareness of contemporary
research related to………………
Skills Students will be able to;
Use cognitive learning to
conceptualize………………
Use technical skills to …………….
Complete well-defined task
using…………… skills
Analyze issues to solve well
defined problems
Students will be able to;
Use a wide range of cognitive and
technical skills to…………….
Apply appropriate investigation
techniques to conceptualize
problems related to……………..
Communicate abstraction of
…………………
Solve well defined
problems………………………..
Students will be able to;
Use analytical skills and creative
thinking in understanding of
……………
Identify appropriate
tools/methods/instruments or
investigative techniques in the
area of ………………….
Propose solutions to complex and
varying situations/problem
/context of …………………….
Students will be able to;
Be able to synthesize and
interpret information to evaluate
possible conclusions
Develop/Adapt/ Apply
appropriate methods and
techniques of inquiry in……………
Evaluate …………………. Related
information independently.
Propose new ideas and/or
processes in ……………………..
Integrate research in ………………….
21. Assessment - Definition
Definition:
“The process of judging performance against specific
targets/reference points”.
Source: OAAA (2016). Term. In OAAA Online Glossary. Retrieved on 16/09/2019, from
www.oaaa.gov.om/Training.aspx#Glossary
Assessment
22. Diagnostic Assessment:
Determines a learner’s strengths and weaknesses
Usually at the beginning of a learning process
Used to identify an appropriate learning programme, or assign the learner to a group
Formative Assessment:
Takes place during the learning process
Provides information on a learner’s progress
Used to set learning goals, guide the lecturer/teacher/trainer
Provides constructive feedback to the learner
Summative Assessment:
May take place at different points in the learning process, but usually at the
conclusion of the module or programme
Purpose, to check the extent of learners’ knowledge/skills on what they have been
taught
Part of the grading process
Types of Assessment
23. Principles of Asses
Assessment must be:
• Valid: measures what it claims to measure
• Reliable and consistent: consistency of results over time, tasks and
assessors
• Sufficient: is appropriate and covers a wide enough range of content
• Transparent: `no surprises`. Learners are aware of its purpose and nature
• Equitable, fair and credible: to the learner, parents, employers and wider
community
• Inclusive: individuals or groups are not excluded or disadvantaged
• Quality Assured
Principles of Assessment
24. Development of Assessment
1. What knowledge or skills am I assessing?
2. What activities will allow a learner to demonstrate this
knowledge or these skills?
3. Is the assessment fair for all learners?
4. What evidence will be generated by the assessment activities?
5. Is the assessment proportionate to the time taken to carry it
out?
6.Does it make best use of available resources, staff time and
learners’ time?
Assessment
25. Each Learning Outcome must have Assessment Criteria ̶ the
specific target points ̶ which indicate what the learner needs to do
to demonstrate achievement
Learning Outcome: what the learner will learn
Assessment Criteria: how the learner shows that they have
learned
For each Learning Outcome, decide:
1. The assessment criteria
2. What assessment method will generate the evidence
3. The amount of evidence required
Assessment of Learning Outcomes
26. Assessment Criteria are the
Ae
ss
s
s
e
e
s
n
s
ti
m
alee
n
lt
em
Cr
e
in
te
ts
rit
a
hat the learner
needs to demonstrate they have achieved the Learning
Outcome.
Assessment Criteria should:
• Align with the Learning Outcome(s) and assessment method
• Be at the level of the module (use appropriate verb)
• Be listed in the order they appear
• Be specific and unambiguous
• Be a manageable number
• Have abbreviations in full so they cannot be misinterpreted
• Avoid using jargon or information that could date the module,
e.g. legislation or standards etc
Assessment Criteria
27. Assessment Criteria
• Identify the specific skills,
knowledge and competence
necessary to achieve each learning
outcome
consistency and
of assessment
• Used to ensure
transparency
judgments
• Provide information to learners on
how the attainment of the learning
outcomes will be measured –
answers the question `what do I
need to do’?
Assessment Methods
• The ways that are used to provide
evidence that the criteria have been
met
by the type of
and purpose of the
• Influenced
achievement
module
• Must be appropriate for the
Learning Outcome e.g. method will
depend on whether the Learning
Outcome is practical or knowledge-
based
Assessment Criteria & Assessment Methods
28. Constructive Alignment
Assessment of Learning Outcomes
Learning
Outcome
Teaching and
Learning
(learning
activities)
Assessment
Criteria &
method
29. Qualification Type
OQF
Level
OQF
Credit
Points
OQF Credit
Hours
5 180 45
6 150 37
7 90 23
8 60 15
480 120
OQF
Level
OQF
Credit
Points
OQF Credit
Hours
5 120 30
6 120 30
7 120 30
8 120 30
480 120
Where the qualification sp
A
as
nc
sem
rto
ar
ie
n t
th
ha
enO
o
Q
ne
F l
L
ee
vv
ee
l,l the complexity
of learning must increase at each level e.g. Bachelor’s Degree
spans levels 5,6, 7 and 8
The qualification must meet the minimum OQF Credit Value at
each level of the programme
There is some flexibility (see OQF Document, Table 21)
Meets
Qualification Type:
Bachelor’s Degree
Does not meet
Qualification Type:
Bachelor’s Degree
30. References
https://www.oitcinterfor.org/sites/default/files/file_publicacion/NQF-
RQF_Overview%20CINTERFORTraining_ETF.pdf
Quality and Qualifications Ireland (2018) Policy Impact Assessment of the Irish Framework of
Qualifications (NFQ)
Hornblow D., Hasan, J., Morris, I. (2019) Recognition of Bahrain’s National Qualifications
Framework in the Wider World, INQAAHE Conference Paper
https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_teaching_for_construct
ing_learning.pdf
What is Assessment Criteria | IGI Global (igi-global.com)
https://www.igi-global.com/dictionary/innovative-curriculum-design/1574
University of Tasmania, Teaching & Learning, Writing Assessment Criteria
https://www.teaching-learning.utas.edu.au/.../writing-assessment-criteria
